Borobudur Peninggalan Nabi Sulaiman, It's Amazing History..!!!

Borobudur Peninggalan Nabi Sulaiman

Membaca judul diatas, tentu banyak orang yang akan mengernyitkan dahi, sebagai tanda ketidakpercayaannya. Bahkan, mungkin demikian pula dengan Anda. Sebab, Nabi Sulaiman AS adalah seorang utusan Allah yang diberikan keistimewaan dengan kemampuannya menaklukkan seluruh makhluk ciptaan Allah, termasuk angin yang tunduk di bawah kekuasaannya atas izin Allah. Bahkan, burung dan jin selalu mematuhi perintah Sulaiman.

Menurut Sami bin Abdullah al-Maghluts, dalam bukunya Atlas Sejarah Nabi dan Rasul, Nabi Sulaiman diperkirakan hidup pada abad ke-9 Sebelum Masehi (989-931 SM), atau sekitar 3.000 tahun yang lalu. Sementara itu, Candi Borobudur sebagaimana tertulis dalam berbagai buku sejarah nasional, didirikan oleh Dinasti Syailendra pada akhir abad ke-8 Masehi atau sekitar 1.200 tahun yang lalu. Karena itu, wajarlah bila banyak orang yang mungkin tertawa kecut, geli, dan geleng-geleng kepala bila disebutkan bahwa Candi Borobudur didirikan oleh Nabi Sulaiman AS.

Candi Borobudur merupakan candi Budha. Berdekatan dengan Candi Borobudur adalah Candi Pawon dan Candi Mendut. Beberapa kilometer dari Candi Borobudur, terdapat Candi Prambanan, Candi Kalasan, Candi Sari, Candi Plaosan, dan lainnya. Candi-candi di dekat Prambanan ini merupakan candi Buddha yang didirikan sekitar tahun 772 dan 778 Masehi.

Lalu, apa hubungannya dengan Sulaiman? Benarkah Candi Borobudur merupakan peninggalan Nabi Sulaiman yang hebat dan agung itu? Apa bukti-buktinya? Benarkah ada jejak-jejak Islam di candi Buddha terbesar itu? Tentu perlu penelitian yang komprehensif dan melibatkan berbagai pihak untuk membuktikan validitas dan kebenarannya.

Namun, bila pertanyaan di atas diajukan kepada KH Fahmi Basya, ahli matematika Islam itu akan menjawabnya; benar. Borobudur merupakan peninggalan Nabi Sulaiman yang ada di tanah Jawa.

Dalam bukunya, Matematika Islam 3 (Republika, 2009), KH Fahmi Basya menyebutkan beberapa ciri-ciri Candi Borobudur yang menjadi bukti sebagai peninggalan putra Nabi Daud tersebut. Di antaranya, hutan atau negeri Saba, makna Saba, nama Sulaiman, buah maja yang pahit, dipindahkannya istana Ratu Saba ke wilayah kekuasaan Nabi Sulaiman, bangunan yang tidak terselesaikan oleh para jin, tempat berkumpulnya Ratu Saba, dan lainnya.

Dalam Alquran, kisah Nabi Sulaiman dan Ratu Saba disebutkan dalam surah An-Naml [27]: 15-44, Saba [34]: 12-16, al-Anbiya [21]: 78-81, dan lainnya. Tentu saja, banyak yang tidak percaya bila Borobudur merupakan peninggalan Sulaiman.

Di antara alasannya, karena Sulaiman hidup pada abad ke-10 SM, sedangkan Borobudur dibangun pada abad ke-8 Masehi. Kemudian, menurut banyak pihak, peristiwa dan kisah Sulaiman itu terjadi di wilayah Palestina, dan Saba di Yaman Selatan, sedangkan Borobudur di Indonesia.

Tentu saja hal ini menimbulkan penasaran. Apalagi, KH Fahmi Basya menunjukkan bukti-buktinya berdasarkan keterangan Alquran. Lalu, apa bukti sahih andai Borobudur merupakan peninggalan Sulaiman atau bangunan yang pembuatannya merupakan perintah Sulaiman?

Menurut Fahmi Basya, dan seperti yang penulis lihat melalui relief-relief yang ada, memang terdapat beberapa simbol, yang mengesankan dan identik dengan kisah Sulaiman dan Ratu Saba, sebagaimana keterangan Alquran. Pertama adalah tentang tabut, yaitu sebuah kotak atau peti yang berisi warisan Nabi Daud AS kepada Sulaiman. Konon, di dalamnya terdapat kitab Zabur, Taurat, dan Tingkat Musa, serta memberikan ketenangan. Pada relief yang terdapat di Borobudur, tampak peti atau tabut itu dijaga oleh seseorang.

"Dan Nabi mereka mengatakan kepada mereka: 'Sesungguhnya tanda ia akan menjadi raja, ialah kembalinya tabut kepadamu, di dalamnya terdapat ketenangan dari Tuhanmu dan sisa dari peninggalan keluarga Musa dan keluarga Harun; tabut itu dibawa malaikat. Sesungguhnya pada yang demikian itu terdapat tanda bagimu, jika kamu orang yang beriman'." (QS Al-Baqarah [2]: 248).

Kedua, pekerjaan jin yang tidak selesai ketika mengetahui Sulaiman telah wafat. (QS Saba [34]: 14). Saat mengetahui Sulaiman wafat, para jin pun menghentikan pekerjaannya. Di Borobudur, terdapat patung yang belum tuntas diselesaikan. Patung itu disebut dengan Unfinished Solomon.

Ketiga, para jin diperintahkan membangun gedung yang tinggi dan membuat patung-patung. (QS Saba [34]: 13). Seperti diketahui, banyak patung Buddha yang ada di Borobudur. Sedangkan gedung atau bangunan yang tinggi itu adalah Candi Prambanan.

Keempat, Sulaiman berbicara dengan burung-burung dan hewan-hewan. (QS An-Naml [27]: 20-22). Reliefnya juga ada. Bahkan, sejumlah frame relief Borobudur bermotifkan bunga dan burung. Terdapat pula sejumlah relief hewan lain, seperti gajah, kuda, babi, anjing, monyet, dan lainnya.

Kelima, kisah Ratu Saba dan rakyatnya yang menyembah matahari dan bersujud kepada sesama manusia. (QS An-Naml [27]: 22). Menurut Fahmi Basya, Saba artinya berkumpul atau tempat berkumpul. Ungkapan burung Hud-hud tentang Saba, karena burung tidak mengetahui nama daerah itu. "Jangankan burung, manusia saja ketika berada di atas pesawat, tidak akan tahu nama sebuah kota atau negeri," katanya menjelaskan. Ditambahkan Fahmi Basya, tempat berkumpulnya manusia itu adalah di Candi Ratu Boko yang terletak sekitar 36 kilometer dari Borobudur. Jarak ini juga memungkinkan burung menempuh perjalanan dalam sekali terbang.

Keenam, Saba ada di Indonesia, yakni Wonosobo. Dalam Alquran, wilayah Saba ditumbuhi pohon yang sangat banyak. (QS Saba [34]: 15). Dalam kamus bahasa Jawi Kuno, yang disusun oleh Dr Maharsi, kata 'Wana' bermakna hutan. Jadi, menurut Fahmi, wana saba atau Wonosobo adalah hutan Saba.

Ketujuh, buah 'maja' yang pahit. Ketika banjir besar (Sail al-Arim) menimpa wilayah Saba, pepohonan yang ada di sekitarnya menjadi pahit sebagai azab Allah kepada orang-orang yang mendustakan ayat-ayat-Nya.  "Tetapi, mereka berpaling maka Kami datangkan kepada mereka banjir yang besar[1236] dan Kami ganti kedua kebun mereka dengan dua kebun yang ditumbuhi (pohon-pohon) yang berbuah pahit, pohon Atsl dan sedikit dari pohon Sidr." (QS Saba [34]: 16).

Kedelapan, nama Sulaiman menunjukkan sebagai nama orang Jawa. Awalan kata 'su'merupakan nama-nama Jawa. Dan, Sulaiman adalah satu-satunya nabi dan rasul yang 25 orang, yang namanya berawalan 'Su'. Kesembilan, Sulaiman berkirim surat kepada Ratu Saba melalui burung Hud-hud. "Pergilah kamu dengan membawa suratku ini." (QS An-Naml [27]: 28).  Menurut Fahmi, surat itu ditulis di atas pelat emas sebagai bentuk kekayaan Nabi Sulaiman. Ditambahkannya, surat itu ditemukan di sebuah kolam di Candi Ratu Boko.

Kesepuluh, bangunan yang tinggal sedikit (Sidrin qalil). Lihat surah Saba [34] 16). Bangunan yang tinggal sedikit itu adalah wilayah Candi Ratu Boko. Dan di sana terdapat sejumlah stupa yang tinggal sedikit. "Ini membuktikan bahwa Istana Ratu Boko adalah istana Ratu Saba yang dipindahkan atas perintah Sulaiman," kata Fahmi menegaskan.

Selain bukti-bukti di atas, kata Fahmi, masih banyak lagi bukti lainnya yang menunjukkan bahwa kisah Ratu Saba dan Sulaiman terjadi di Indonesia. Seperti terjadinya angin Muson yang bertiup dari Asia dan Australia (QS Saba [34]: 12), kisah istana yang hilang atau dipindahkan, dialog Ratu Bilqis dengan para pembesarnya ketika menerima surat Sulaiman (QS An-Naml [27]: 32), nama Kabupaten Sleman, Kecamatan Salaman, Desa Salam, dan lainnya. Dengan bukti-bukti di atas, Fahmi Basya meyakini bahwa Borobudur merupakan peninggalan Sulaiman. Bagaimana dengan pembaca? Hanya Allah yang mengetahuinya. Segala Puji Bagi Tuhan Semesta Alam Yang Maha Esa

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Homeschooling or homeschool (also called home education or home based learning)

Homeschooling or homeschool (also called home education or home based learning) is the education of children at home, typically by parents but sometimes by tutors, rather than in other formal settings of public or private school. Although prior to the introduction of compulsory school attendance laws, most childhood education occurred within the family or community homeschooling in the modern sense is an alternative in developed countries to attending public or private schools.

Homeschooling is a legal option for parents in most countries to provide their children with a learning environment as an alternative to public or private schools outside the home. Parents cite numerous reasons as motivations to homeschool their children. The three reasons that are selected by the majority of parents in the United States are concern about the traditional school environment, to provide religious or moral instruction, and dissatisfaction with academic instruction at traditional public and private schools. Homeschooling may also be a factor in the choice of parenting style. Homeschooling can be an option for families living in isolated rural locations, living temporarily abroad, and to allow for more traveling; also many young athletes and actors are taught at home. Homeschooling can be about mentorship and apprenticeship, where a tutor or teacher is with the child for many years and then knows the child very well.

Homeschooling may also refer to instruction in the home under the supervision of correspondence schools or umbrella schools. In some places, an approved curriculum is legally required if children are to be home-schooled. A curriculum-free philosophy of homeschooling may be called unschooling, a term coined in 1977 by American educator and author John Holt in his magazine Growing Without Schooling. In some cases a liberal arts education is provided using the trivium and quadrivium as the main model.

History

For much of history and in many cultures, enlisting professional teachers (whether as tutors or in a formal academic setting) was an option available only to a small elite. Thus, until relatively recently, the vast majority of people were educated by family members (especially during early childhood) and in the fields or learning a trade.

The earliest compulsory education in the West began in the late 17th century and early 18th century in the German states of Gotha, Calemberg and, particularly, Prussia. However, even in the 18th century, the vast majority of people in Europe lacked formal schooling, which means they were homeschooled or received no education at all. The same was also true for colonial America and for the United States until the 1850s. Formal schooling in a classroom setting has been the most common means of schooling throughout the world, especially in developed countries, since the early and mid 19th century. Native Americans, who traditionally used homeschooling and apprenticeship, vigorously resisted compulsory education in the United States.

In 1964, John Caldwell Holt published a book entitled How Children Fail which criticized traditional schools of the time. The book was based on a theory he had developed as a teacher – that the academic failure of schoolchildren was caused by pressure placed on children by adults. Holt began making appearances on major TV talk shows and writing book reviews for Life magazine. In his follow-up work, How Children Learn, 1967, he tried to demonstrate the learning process of children and why he believed school short-circuits this process.

In these books Holt had not suggested any alternative to institutional schooling; he had hoped to initiate a profound rethinking of education to make schools friendlier toward children. As the years passed he became convinced that the way schools were was what society wanted, and that a serious re-examination was not going to happen in his lifetime.

Working in a similar vein was Rousas John Rushdoony who focused on education in America and was an advocate of homeschooling, which he saw as a way to combat the intentionally secular nature of the U.S. public school system. He vigorously attacked progressive school reformers such as Horace Mann and John Dewey and argued for the dismantling of the state's influence in education in three works: Intellectual Schizophrenia (a general and concise study of education), The Messianic Character of American Education (a history and castigation of public education in the U.S.), and The Philosophy of the Christian Curriculum (a parent-oriented pedagogical statement). Rushdoony was frequently called as an expert witness by the HSLDA (Home School Legal Defense Association) in court cases.

During this time, the American educational professionals Raymond and Dorothy Moore began to research the academic validity of the rapidly growing Early Childhood Education movement. This research included independent studies by other researchers and a review of over 8,000 studies bearing on Early Childhood Education and the physical and mental development of children.

They asserted that formal schooling before ages 8–12 not only lacked the anticipated effectiveness, but was actually harmful to children. The Moores began to publish their view that formal schooling was damaging young children academically, socially, mentally, and even physiologically. They presented evidence that childhood problems such as juvenile delinquency, nearsightedness, increased enrollment of students in special education classes, and behavioral problems were the result of increasingly earlier enrollment of students.^[9] The Moores cited studies demonstrating that orphans who were given surrogate mothers were measurably more intelligent, with superior long term effects – even though the mothers were mentally retarded teenagers – and that illiterate tribal mothers in Africa produced children who were socially and emotionally more advanced than typical western children, by western standards of measurement.

Their primary assertion was that the bonds and emotional development made at home with parents during these years produced critical long term results that were cut short by enrollment in schools, and could neither be replaced nor afterward corrected in an institutional setting. Recognizing a necessity for early out-of-home care for some children – particularly special needs and starkly impoverished children, and children from exceptionally inferior homes– they maintained that the vast majority of children are far better situated at home, even with mediocre parents, than with the most gifted and motivated teachers in a school setting (assuming that the child has a gifted and motivated teacher). They described the difference as follows: "This is like saying, if you can help a child by taking him off the cold street and housing him in a warm tent, then warm tents should be provided for all children – when obviously most children already have even more secure housing.

Similar to Holt, the Moores embraced homeschooling after the publication of their first work, Better Late Than Early, 1975, and went on to become important homeschool advocates and consultants with the publication of books like Home Grown Kids, 1981, Homeschool Burnout, and others.

At the time, other authors published books questioning the premises and efficacy of compulsory schooling, including Deschooling Society by Ivan Illich, 1970 and No More Public School by Harold Bennet, 1972.

In 1976, Holt published Instead of Education; Ways to Help People Do Things Better. In its conclusion, he called for a "Children's Underground Railroad" to help children escape compulsory schooling. In response, Holt was contacted by families from around the U.S. to tell him that they were educating their children at home. In 1977, after corresponding with a number of these families, Holt began producing Growing Without Schooling, a magazine dedicated to home education.

In 1980, Holt said, "I want to make it clear that I don't see homeschooling as some kind of answer to badness of schools. I think that the home is the proper base for the exploration of the world which we call learning or education. Home would be the best base no matter how good the schools were.

Holt later wrote a book about homeschooling, Teach Your Own, in 1981.

One common theme in the homeschool philosophies of both Holt and the Moores is that home education should not be an attempt to bring the school construct into the home, or a view of education as an academic preliminary to life. They viewed it as a natural, experiential aspect of life that occurs as the members of the family are involved with one another in daily living.

Methodology

Homeschools use a wide variety of methods and materials. There are different paradigms, or educational philosophies, that families adopt including unit studies, Classical education (including Trivium, Quadrivium), Charlotte Mason education, Montessori method, Theory of multiple intelligences, Unschooling, Radical Unschooling, Waldorf education, School-at-home, A Thomas Jefferson Education, and many others. Some of these approaches, particularly unit studies, Montessori, and Waldorf, are also available in private or public school settings.

It is not uncommon for the student to experience more than one approach as the family discovers what works best for them. Many families do choose an eclectic (mixed) approach. For sources of curricula and books, "Homeschooling in the United States: 2003 found that 78 percent utilized "a public library"; 77 percent used "a homeschooling catalog, publisher, or individual specialist"; 68 percent used "retail bookstore or other store"; 60 percent used "an education publisher that was not affiliated with homeschooling." "Approximately half" used curriculum or books from "a homeschooling organization", 37 percent from a "church, synagogue or other religious institution" and 23 percent from "their local public school or district." 41 percent in 2003 utilized some sort of distance learning, approximately 20 percent by "television, video or radio"; 19 percent via "Internet, e-mail, or the World Wide Web"; and 15 percent taking a "correspondence course by mail designed specifically for homeschoolers."

Individual governmental units, e. g. states and local districts, vary in official curriculum and attendance requirements.

Unit studies

The unit study approach incorporates several subjects, such as art, history, math, science, geography and other curriculum subjects, around the context of one topical theme, like water, animals, American slavery, or ancient Rome.^{[15][unreliable source?]} For example, a unit study of Native Americans could combine age-appropriate lessons in: social studies, how different tribes lived prior to colonization vs. today; art, making Native American clothing; history (of Native Americans in the U.S.); reading from a special reading list; and the science of plants used by Native Americans.

Unit studies are particularly helpful for teaching multiple grade levels simultaneously, as the topic can easily be adjusted (i.e. from an 8th grader detailing and labeling a spider's anatomy to an elementary student drawing a picture of a spider on its web). As it is generally the case that in a given "homeschool" very few students are spread out among the grade levels, the unit study approach is an attractive option.

Unit study advocates assert that children retain 45% more information following this approach.

All-in-one curricula

All-in-one homeschooling curricula (variously known as "school-at-home", "The Traditional Approach" "school-in-a-box" or "The Structured Approach"), are methods of homeschooling in which the curriculum and homework of the student are similar or identical to what would be taught in a public or private school; as one example, the same textbooks used in conventional schools are often used. These are comprehensive packages that contain all of the needed books and materials for the whole year. These materials are based on the same subject-area expectations as publicly run schools which allows for easy transition back into the school system. These are among the more expensive options for homeschooling, but they require minimal preparation and are easy to use. Step-by-step instructions and extensive teaching guides are provided. Some include tests or access information for remote testing. Many of these programs allow students to obtain an accredited high school diploma.

Student-paced learning

Similar to All-in-one curricula are learner-paced curriculum packages. These workbooks allow the student to progress at their own speed.

Online education

Online resources for homeschooling include courses of study, curricula, educational games, online tests, online tutoring, and occupational training. Online learning potentially allows students and families access to specialized teachers and materials and greater flexibility in scheduling. Parents can be with their children during an online tutoring session. Finally, online tutoring is useful for students who are disabled or otherwise limited in their ability to travel. Several well-known programs for gifted children, who need differentiation in their curricular choices, are available: the Johns Hopkins University Center for Talented Youth http://cty.jhu.edu/about/index.html and Stanford University's Education Program for Gifted Youth http://epgy.stanford.edu/ both provide challenging materials to students, including both self-paced courses with tutor support and online classroom-based courses. A commercial program of online study in all courses and at all grade levels is available from K12.com http://www.k12.com/. The K12 curriculum has been adopted by a number of public independent study charter schools throughout the country (see, for example, the California Virtual Academies at http://www.k12.com/cava/, where students use the K12 curriculum for credit under the supervision of a credentialed teacher). A number of other online high schools are also offering diplomas in many states, including some directed specifically at gifted students (see Stanford Online High School at http://epgy.stanford.edu/ohs/. Students can enroll in a full-time course load leading to a diploma or enroll in particular courses as part of their enrollment in another school or homeschool). Similarly, as more and more universities make content available online, homeschooled families are finding a wealth of materials available, primarily for use as self-study. Although teacher support is not usually provided in open courseware programs, families teaching their own children may, if the study met their requirements, grant credit for the work through their homeschools. The University of California at Berkeley, the Massachusetts Institute of Technology and many other renowned universities have contributed materials in this area. Some commercial organizations publish university-level lecture series on a broad range of subjects. Although the companies typically offer no teacher support or credit, homeschool families can, depending on their legal method of homeschooling, grant credit for work that includes the use of these materials if mastery is demonstrated to the satisfaction of the parents or other persons with oversight responsibility. Noted musical educator S. M. Laddusaw has developed an adaptive musical curriculum (based on proprietary software) whereby students can learn piano and basic music theory at the student's own pace. The software recognizes patterns in the student's learning and adjusts the curriculum accordingly.

Community resources

Homeschoolers often take advantage of educational opportunities at museums, libraries, community centers, athletic clubs, after-school programs, churches, science preserves, parks, and other community resources. Secondary school level students may take classes at community colleges, which typically have open admission policies. In many communities, homeschooling parents and students participate in community theater, dance, band, symphony, and choral opportunities.^{[citation needed]}

Groups of homeschooling families often join together to create homeschool co-ops. These groups typically meet once a week and provide a classroom environment. These are family-centered support groups whose members seek to pool their talents and resources in a collective effort to broaden the scope of their children's education. They provide a classroom environment where students can do hands-on and group learning such as performing, science experiments, art projects, foreign language study, spelling bees, discussions, etc. Parents whose children take classes serve in volunteer roles to keep costs low and make the program a success.

Certain states, such as Maine, Florida and New Mexico, have laws that permit homeschooling families to take advantage of public school resources. In such cases, children can be members of sports teams, be members of the school band, can take art classes, and utilize services such as speech therapy while maintaining their homeschool lifestyle.

Unschooling and natural learning

Some people use the terms "unschooling" or "radical unschooling" to describe all methods of education that are not based in a school.

"Natural learning" refers to a type of learning-on-demand where children pursue knowledge based on their interests and parents take an active part in facilitating activities and experiences conducive to learning but do not rely heavily on textbooks or spend much time "teaching", looking instead for "learning moments" throughout their daily activities. Parents see their role as that of affirming through positive feedback and modeling the necessary skills, and the child's role as being responsible for asking and learning.^{[citation needed]}

The term "unschooling" as coined by John Holt describes an approach in which parents do not authoritatively direct the child's education, but interact with the child following the child's own interests, leaving them free to explore and learn as their interests lead. "Unschooling" does not indicate that the child is not being educated, but that the child is not being "schooled", or educated in a rigid school-type manner. Holt asserted that children learn through the experiences of life, and he encouraged parents to live their lives with their child. Also known as interest-led or child-led learning, unschooling attempts to follow opportunities as they arise in real life, through which a child will learn without coercion. An unschooled child may utilize texts or classroom instruction, but these are not considered central to education. Holt asserted that there is no specific body of knowledge that is, or should be, required of a child.

"Unschooling" should not be confused with "deschooling," which may be used to indicate an anti-"institutional school" philosophy, or a period or form of deprogramming for children or parents who have previously been schooled.

Both unschooling and natural learning advocates believe that children learn best by doing; a child may learn reading to further an interest about history or other cultures, or math skills by operating a small business or sharing in family finances. They may learn animal husbandry keeping dairy goats or meat rabbits, botany tending a kitchen garden, chemistry to understand the operation of firearms or the internal combustion engine, or politics and local history by following a zoning or historical-status dispute. While any type of homeschoolers may also use these methods, the unschooled child initiates these learning activities. The natural learner participates with parents and others in learning together.

Homeschooling families usually have to absorb the total costs of their child's education.

Autonomous learning

Autonomous learning is a school of education which sees learners as individuals who can and should be autonomous i.e. be responsible for their own learning climate.

Autonomous education helps students develop their self-consciousness, vision, practicality and freedom of discussion. These attributes serve to aid the student in his/her independent learning.

Autonomous learning is very popular with those who home educate their children. The child usually gets to decide what projects they wish to tackle or what interests to pursue. example: a child that loves music will choose to learn or play a musical instrument. In home education this can be instead of or in addition to regular subjects like doing math or English. At University/College Students are expected to learn independently without constant support from lectures and tutors this is known as autonomous learning. (Source:Book name,Student skills guide,2nd edition,pg 206)

According to Home Education UK the autonomous education philosophy emerged from the epistemology of Karl Popper in The Myth of the Framework: In Defence of Science and Rationality, which is developed in the debates, which seek to rebut the neo-Marxist social philosophy of convergence proposed the Frankfurt School (e.g. Theodor W. Adorno Jürgen Habermas Max Horkheimer).

Homeschooling and college admissions

After primary education is completed, many students choose to stop homeschooling in favor of more traditional higher education at established colleges and universities. Many students use standardized test scores to aid colleges in evaluating their educational background. The College Board suggests that homeschooled students keep detailed records and portfolios.

In the last several decades, US colleges and universities have become increasingly open to accepting students from diverse backgrounds, including home-schooled students. According to one source, homeschoolers have now matriculated at over 900 different colleges and universities, including institutions with highly selective standards of admission such as the US military academies, Rice University, Haverford College, Harvard University, Stanford University, Cornell University, Brown University, Dartmouth College, and Princeton University.

A growing number of homeschooled students are choosing dual enrollment, earning college credit by taking community college classes while in high school. Others choose to earn college credits through standardized tests such as the College Level Examination Program (CLEP).

Homeschool cooperatives

A Homeschool Cooperative is a cooperative of families who homeschool their children. It provides an opportunity for children to learn from other parents who are more specialized in certain areas or subjects. Co-ops also provide social interaction for homeschooled children. They may take lessons together or go on field trips. Some co-ops also offer events such as prom and graduation for homeschoolers.

Homeschoolers are beginning to utilize Web 2.0 as a way to simulate homeschool cooperatives online. With social networks homeschoolers can chat, discuss threads in forums, share information and tips, and even participate in online classes via blackboard systems similar to those used by colleges.

Homeschool athletics

Early in the 21st century, a number of national and international organizations began oversight of sports exclusively for homeschool athletic teams. N.C.H.B.C. has organized a National Basketball Championship with over 350 teams competing through a network of regional qualifying competitions. Currently H.W.S.A. organizes a Baseball National Championship, N.H.S.V.B.T. in volleyball,N.H.S.C. in Soccer, and N.H.FA. in 8-man football. Additional structures are organizing national championships in tennis, and 11-man football. In 2005, the Central Virginia Homeschool Disciples became the first 11-man high school homeschool football team in the U.S.

In 1994, Jason Taylor was a homeschool football player in Pennsylvania who engaged a legal battle against the N.C.A.A. (the leading oversight association governing U.S. collegiate athletics) and it's classification of homeschool athletes as essentially high school drop-outs. Taylor's legal victory has provided a precedent for thousands of other homeschool athletes to compete in colleges and attain the same opportunities in education and professional development that other athletes enjoy. Other homeschool students who have risen to the top of collegiate competition include N.C.A.A. 2005 champion tennis player, Chris Lam, Kevin Johnson of the Tulsa University basketball team, 2010-2011 Big South Player of the Year Jesse Sanders of the Liberty University Flames and the 2007 Heisman Trophy winner Tim Tebow from the University of Florida .

In Texas, Six-Man Football has also been popular among homeschoolers, with at least five teams being fielded for the 2008-2009 season. Interestingly enough, the top 3 places in the Texas Independent State Championship (TISC, also referred to as "the Ironman Bowl) were claimed by homeschool teams. The Homeschool Sportsnet website lists several homeschool sports teams and organizations.

Faktor Pemicu dan Pendukung Homeschooling

Kegagalan sekolah formal

Baik di Amerika Serikat maupun di Indonesia, kegagalan sekolah formal dalam menghasilkan mutu pendidikan yang lebih baik menjadi pemicu bagi keluarga-keluarga di Indonesia maupun di mancanegara untuk menyelenggarakan homeschooling. Sekolah rumah ini dinilai dapat menghasilkan didikan bermutu.

Teori Inteligensi ganda

Salah satu teori pendidikan yang berpengaruh dalam perkembangan homeschooling adalah Teori Inteligensi Ganda (Multiple Intelligences) dalam buku Frames of Minds: The Theory of Multiple Intelligences (1983) yang digagas oleh Howard Gardner. Gardner menggagas teori inteligensi ganda. Pada awalnya, dia menemukan distingsi 7 jenis inteligensi (kecerdasan) manusia.

Kemudian, pada tahun 1999, ia menambahkan 2 jenis inteligensi baru sehingga menjadi 9 jenis inteligensi manusia. Jenis-jenis inteligensi tersebut adalah:Inteligensi linguistik; Inteligensi matematis-logis; Inteligensi ruang-visual; Inteligensi kinestetik-badani; Inteligensi musikal; Inteligensi interpersonal; Inteligensi intrapersonal; Inteligensi ligkungan; dan Inteligensi eksistensial.

Teori Gardner ini memicu para orang tua untuk mengembangkan potensi-potensi inteligensi yang dimiliki anak. Kerapkali sekolah formal tidak mampu mengembangkan inteligensi anak, sebab sistem sekolah formal sering kali malahan memasung inteligensi anak.
(Buku acuan yang dapat digunakan mengenai teori inteligensi ganda ini dalam bahasa Indonesia ini, Teori Inteligensi Ganda, oleh Paul Suparno, Kanisius: 2003).

Sosok homeschooling terkenal

Banyaknya tokoh-tokoh penting dunia yang bisa berhasil dalam hidupnya tanpa menjalani sekolah formal juga memicu munculnya homeschooling. Sebut saja, Benyamin Franklin, Thomas Alfa Edison, KH. Agus Salim, Ki Hajar Dewantara dan tokoh-tokoh lainnya.

Benyamin Franklin misalnya, ia berhasil menjadi seorang negarawan, ilmuwan, penemu, pemimpin sipil dan pelayan publik bukan karena belajar di sekolah formal. Franklin hanya menjalani dua tahun mengikuti sekolah karena orang tua tak mampu membayar biaya pendidikan. Selebihnya, ia belajar tentang hidup dan berbagai hal dari waktu ke waktu di rumah dan tempat lainnya yang bisa ia jadikan sebagai tempat belajar.

Tersedianya aneka sarana

Dewasa ini, perkembangan homeschooling ikut dipicu oleh fasilitas yang berkembang di dunia nyata. Fasilitas itu antara lain fasilitas pendidikan (perpustakaan, museum, lembaga penelitian), fasilitas umum (taman, stasiun, jalan raya), fasilitas sosial (taman, panti asuhan, rumah sakit), fasilitas bisnis (mall, pameran, restoran, pabrik, sawah, perkebunan), dan fasilitas teknologi dan informasi (internet dan audivisual).